{"title":"父母介导的自然主义干预对自闭症谱系障碍和复杂交流需要儿童发声的影响","authors":"Weili Yuan, Michael Dunn","doi":"10.1007/s41252-024-00408-y","DOIUrl":null,"url":null,"abstract":"<div><h3>Objectives</h3><p>Many school-aged children with autism spectrum disorders (ASD) are functionally nonverbal or minimally verbal and need ongoing speech intervention to improve their vocalizations. Research has demonstrated the effectiveness of integrating speech-generating devices (SGDs) with evidence-based practices to facilitate natural speech development in children with ASD. However, little is known about the extent to which the impact of the procedural fidelity of caregiver-delivered naturalistic intervention on the expressive language of children with ASD, particularly in the context of comprehensive interventions incorporating SGDs.</p><h3>Methods</h3><p>The current study employed a multiple probe design to examine language outcomes in four children aged 3–6 years old who progressed in parent-mediated interventions involving SGDs. The study aims to evaluate the implementation fidelity of naturalistic developmental interventions, delivered by caregivers after receiving one-on-one training and coaching on an intervention package that involves SGDs and other EBPs. After caregivers met the implementation criteria, researchers continued to assess the speech changes in the child participants.</p><h3>Results</h3><p>The results suggest that the training could facilitate parents’ acquisition of interventional strategies. A positive functional relation was identified between parents’ implementation fidelity of intervention strategies and children’s speech gains. The Tau-U statistical analysis revealed a large effect size, indicating the statistical significance of the intervention’s impact on the dependent variables.</p><h3>Conclusions</h3><p>Leveraging the elements of naturalistic developmental intervention and integrating SGDs with EBPs, parents have the capacity to deliver effective routine interventions to improve the natural speech of children with ASD and speech impairment.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"9 2","pages":"297 - 314"},"PeriodicalIF":1.5000,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Impact of Parent-Mediated Naturalistic Interventions with the Addition of Speech-Generating Devices on Vocalizations of Children with Autism Spectrum Disorder and Complex Communication Needs\",\"authors\":\"Weili Yuan, Michael Dunn\",\"doi\":\"10.1007/s41252-024-00408-y\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Objectives</h3><p>Many school-aged children with autism spectrum disorders (ASD) are functionally nonverbal or minimally verbal and need ongoing speech intervention to improve their vocalizations. Research has demonstrated the effectiveness of integrating speech-generating devices (SGDs) with evidence-based practices to facilitate natural speech development in children with ASD. However, little is known about the extent to which the impact of the procedural fidelity of caregiver-delivered naturalistic intervention on the expressive language of children with ASD, particularly in the context of comprehensive interventions incorporating SGDs.</p><h3>Methods</h3><p>The current study employed a multiple probe design to examine language outcomes in four children aged 3–6 years old who progressed in parent-mediated interventions involving SGDs. The study aims to evaluate the implementation fidelity of naturalistic developmental interventions, delivered by caregivers after receiving one-on-one training and coaching on an intervention package that involves SGDs and other EBPs. After caregivers met the implementation criteria, researchers continued to assess the speech changes in the child participants.</p><h3>Results</h3><p>The results suggest that the training could facilitate parents’ acquisition of interventional strategies. A positive functional relation was identified between parents’ implementation fidelity of intervention strategies and children’s speech gains. The Tau-U statistical analysis revealed a large effect size, indicating the statistical significance of the intervention’s impact on the dependent variables.</p><h3>Conclusions</h3><p>Leveraging the elements of naturalistic developmental intervention and integrating SGDs with EBPs, parents have the capacity to deliver effective routine interventions to improve the natural speech of children with ASD and speech impairment.</p></div>\",\"PeriodicalId\":36163,\"journal\":{\"name\":\"Advances in Neurodevelopmental Disorders\",\"volume\":\"9 2\",\"pages\":\"297 - 314\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2024-06-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advances in Neurodevelopmental Disorders\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://link.springer.com/article/10.1007/s41252-024-00408-y\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Neurodevelopmental Disorders","FirstCategoryId":"1085","ListUrlMain":"https://link.springer.com/article/10.1007/s41252-024-00408-y","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
The Impact of Parent-Mediated Naturalistic Interventions with the Addition of Speech-Generating Devices on Vocalizations of Children with Autism Spectrum Disorder and Complex Communication Needs
Objectives
Many school-aged children with autism spectrum disorders (ASD) are functionally nonverbal or minimally verbal and need ongoing speech intervention to improve their vocalizations. Research has demonstrated the effectiveness of integrating speech-generating devices (SGDs) with evidence-based practices to facilitate natural speech development in children with ASD. However, little is known about the extent to which the impact of the procedural fidelity of caregiver-delivered naturalistic intervention on the expressive language of children with ASD, particularly in the context of comprehensive interventions incorporating SGDs.
Methods
The current study employed a multiple probe design to examine language outcomes in four children aged 3–6 years old who progressed in parent-mediated interventions involving SGDs. The study aims to evaluate the implementation fidelity of naturalistic developmental interventions, delivered by caregivers after receiving one-on-one training and coaching on an intervention package that involves SGDs and other EBPs. After caregivers met the implementation criteria, researchers continued to assess the speech changes in the child participants.
Results
The results suggest that the training could facilitate parents’ acquisition of interventional strategies. A positive functional relation was identified between parents’ implementation fidelity of intervention strategies and children’s speech gains. The Tau-U statistical analysis revealed a large effect size, indicating the statistical significance of the intervention’s impact on the dependent variables.
Conclusions
Leveraging the elements of naturalistic developmental intervention and integrating SGDs with EBPs, parents have the capacity to deliver effective routine interventions to improve the natural speech of children with ASD and speech impairment.
期刊介绍：
Advances in Neurodevelopmental Disorders publishes high-quality research in the broad area of neurodevelopmental disorders across the lifespan. Study participants may include individuals with:Intellectual and developmental disabilitiesGlobal developmental delayCommunication disordersLanguage disordersSpeech sound disordersChildhood-onset fluency disorders (e.g., stuttering)Social (e.g., pragmatic) communication disordersUnspecified communication disordersAutism spectrum disorder (ASD)Attention-deficit/hyperactivity disorder (ADHD), specified and unspecifiedSpecific learning disordersMotor disordersDevelopmental coordination disordersStereotypic movement disorderTic disorders, specified and unspecifiedOther neurodevelopmental disorders, specified and unspecifiedPapers may also include studies of participants with neurodegenerative disorders that lead to a decline in intellectual functioning, including Alzheimer’s disease, amyotrophic lateral sclerosis, Creutzfeldt-Jakob disease, vascular dementia, Lewy body dementia, frontotemporal dementia, corticobasal degeneration, Huntington’s disease, and progressive supranuclear palsy. The journal includes empirical, theoretical and review papers on a large variety of issues, populations, and domains, including but not limited to: diagnosis; incidence and prevalence; and educational, pharmacological, behavioral and cognitive behavioral, mindfulness, and psychosocial interventions across the life span. Animal models of basic research that inform the understanding and treatment of neurodevelopmental disorders are also welcomed. The journal is multidisciplinary and multi-theoretical, and encourages research from multiple specialties in the social sciences using quantitative and mixed-method research methodologies.
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